KSUquestions

Q: What is the typical or best structure of a lecture? A: Wow, good question -- lecture planning can depend on the structure of knowledge in a discipline, but also the contextual factors like location, student level, core versus elective course, instructor style and comfort level, etc.! Most experts seem to agree that one should consider changing things around every 15-20 minutes rather than speaking straight through. Some good insights are found in Tools for Teaching @http://teaching.berkeley.edu/bgd/largelecture.html

Q: Should we use concept maps during class or outside as homework? A: Both! depends on purposes / goals. Chris Ray uses it as a student for note-taking (VUE maps), and some Prezi users have created Prezis as a lecture happened. Trevor Holmes uses concept-mapping in the final lecture of the course as a review tool. Mark Morton suggests thinking time could help a concept map as homework, and an online version of a tool could take advantage of collaboration over a week or so of homework time.

Q: what is the proof that these things work? A: People are researching most of the things we've talked about during our training. You could also do this (check the SOTL workshop on Friday the 23rd for ways to start this kind of investigation if you are not already doing it).

Q: Is there a free way of doing in-class clicker-like polling? A: Yes, sort of... [|Audience Response Systems overview]

Q: Are there c-maps templates? A:

Q: Can two things be brought together in something like camtasia? like two videos? simultaneously or edited later? A:

Q: Implementing technology applications is hard without wifi and full laptop use... smart classrooms but not all of them... A:

Q: What is teaching load here (credits / courses)? A: For some faculty it's 2-1, for others 2-2 (plus graduate supervision). Some continuing Lecturers would have more contact hours and more students than most. Some Associate Professors and Professors have "buyouts" for administrative duties, research intensity, and so on. Contact hours can vary according to subject and section, but typically you'd have three lecture or seminar hours per week plus office hours per course, per term for two of your three annual terms.

Q: Avoiding subjectivity in grading? A: Rubrics, of course! :) Also, checking validity and reliability by calibrating grading instruments and test questions...

Q: How to get students to generate better questions? Tried it before, but the questions were poor, so I don't do it any longer. A: Question strategies in any discipline probably need to be explicitly taught in a way that students can learn them (from novice to intermediate or expert level). You can model explicitly, or find ways to give frequent timely feedback on student efforts in this area.

Q: How to manage time in large classes? A: Plan. Plan. Plan. Zero in on objectives, don't try to do too much, have reasonable mental breaks and shifts. ...